Project edPIRATE
A Teacher Residency MAT Program for Rural Educational Justice
DOI:
https://doi.org/10.3776/tpre.2024.v14n2p21-67Keywords:
teacher pathways, Black Belt, research-practice partnerships, rural educational justice, diversity in rural schools and communities, residency modelAbstract
Rural educational justice demands reconstructing educational structures, including
teacher preparation programs. With federal funding from a Teacher Quality
Partnership grant, we rebuilt a Master of Arts in Teaching pathway program from
the ground up, using a co-teaching residency model and a core framework of rural
educational justice practices. With goals of establishing a healthy racial climate,
building the racial literacy and culturally responsive teaching capacity of the
teaching resident and mentor teacher teams, and fostering rural humanizing
community spaces designed to cultivate genius, joy, love, intellect, and criticality
(Muhammad, 2023), the first two years of the five-year grant are the subject of this
theory-to-practice analysis. Utilizing a school-university-community collaboration
approach, we identified, placed, supported, and mentored teacher residents in a
place-conscious approach to the rural, racialized communities and contexts in
which they teach. The purpose of this article is three-fold: (a) to contextualize the
educational inequities and opportunities that exist in the rural Southeast Black
Belt, (b) to present our rural educational justice teacher education framework,
curriculum, and processes to members of the field of rural education, and (c) to
share emerging themes from our experiences creating a teacher education
program for rural educational justice. What we offer is not yet an exemplar.
However, it provides theoretical foundations, an ambitious curricular framework for
rural teacher education, and an analysis of lessons learned.
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